Integrating Inquiry-Based Experiential Learning with Structured Peer Interaction for Concept Enhancement (SPICE) of Matter in Middle School Science

• Athavan Alias Anand Selvam ^[1] ; Subhadip Senapati ^[1] ; Vismitha Bhoopalam Govindraju ^[1] ; Anamika Sharma ^[1]
  1. [1] Prayoga Institute of Education Research, Karnataka India
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 103, Nº 1, 2026
• Idioma: inglés
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• Resumen

  • Middle school chemistry education benefits from innovative instructional strategies that actively engage students in constructing knowledge. This study examines the impact of integrating inquiry-based experiential learning with the Structured Peer Interaction for Concept Enhancement (SPICE) framework to teach the fundamental concepts of matter to sixth-grade students (N = 30) from underprivileged, first-generation learner backgrounds. The SPICE intervention strengthens structured peer interaction through interactive tasks such as memory-based games, video interpretation, Jeopardy-style quizzes, thereby promoting conceptual understanding. To evaluate the effectiveness of this pedagogical approach, student learning was assessed using pre- and post-intervention tests at individual, and group levels. Statistical analysis revealed significant improvements across all domains (p < 0.05), with the largest gains in individual concept map evaluations (Cohen’s d = 1.15), highlighting the intervention’s impact on conceptual clarity. The findings suggest that the combination of inquiry-based experiential learning and structured peer interaction fosters deeper engagement, peer-supported reasoning, and improved scientific understanding. A qualitative analysis of student feedback revealed strong support for the course’s interactive and inclusive teaching strategies, with a good internal consistency (Cronbach’s α = 0.8425) confirming the reliability of the responses. This study contributes to the growing evidence supporting active learning strategies and underscores the relevance of inclusive, student-centered approaches in middle school chemistry education.